The Effect of MBTI Learning Style Preferences on Accounting Student Academic Achievement

Abstract

The purpose of this study is to determine how these MBTI
learning styles impact the academic achievements of
students as well as their preferred learning model, which
may be onsite, online, or blended. The method for this study
was carried out through quantitative analysis with SMART
PLS methodology to define the connection between MBTI
learning styles, academic achievement, and most sought
learning models. Surveys with the students are conducted
to determine their learning style preferences and their
academic achievements. It is very important to identify the
various aspects of learning styles and their academic results
to improve teaching methods. The implication findings
reveal that MBTI learning model preferences highly affects
the selection of a learning model and achievement in school.
On the other hand, the preferred learning model whether
onsite, online or blended does not directly affect the
academic performance of the students. This conclusion
indicates that students’ academic achievements may be
more dependent on the appropriateness of teaching
methods style (online, onsite or hybrid) to the students’
learning style rather than the way teaching and learning is
carried out. The study novelty highlights the need for
universities to adopt different MBTI learning styles for
personalized learning to improve academic performance
with GPA.